3570 Timpview Dr. Provo, Utah 84604 Phone: (801)221-9720 Fax: (801)224-4210

US History II (1877 to Present) Disclosure

Course Description/Overview/Welcome Statement

THIS IS A COPY OF MR. BOWEN’S U.S. HISTORY DISCLOSURE. STUDENT AND GUARDIAN BOTH NEED TO READ AND SIGN THE DISCLOSURE AT THE FOLLOWING LINK BY FRIDAY, AUGUST 25TH: https://goo.gl/forms/lzleIKRWLLRdKAtM2

Mr. Bowen
Room: I-34
Email: derekb@provo.edu
Office Hours: After school, 2:15-3:00 each day, Monday, 1:30-2:15

Welcome to U.S. History!

The vision of Timpview High School is to empower each student to become college, career, and life ready by embracing growth, inclusion, and excellence. As part of that vision, it is my goal to teach, love, and support each and every student by continually striving to provide the very best classroom experience possible!

Course Description

Course: U.S. History II (1877 – Present)
Duration: Year (1.0)
Grades: 11
Credit Type: Social Studies
Graduation: Required

United States History II addresses the making of modern America from 1877 to the present day, highlighting the events and issues in United States history from the late Industrial Revolution to modern times. Topics include, but are not limited to, the Industrial Revolution, the Progressive movement, imperialism and foreign affairs, the World Wars, the Great Depression, the Cold War, the civil rights movements, the rise of terrorism, and modern social and political history.

Civic Preparation

One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The future progress of our communities, state, nation, and world rests upon the preparation of young people to collaboratively and deliberatively address problems, to defend their own rights and the rights of others, and to balance personal preferences with the common good. Social studies and history classrooms are the ideal venues to nurture civic virtue, consider current issues, learn how to act civilly toward others, build a civic identity, and nurture global awareness. These skills, habits, and qualities of character will better prepare students to recognize and accept responsibility for preserving and defending their liberties.

Learning Expectations

This course will help students develop the reading, thinking, and writing skills of a historian. These historical thinking skills include the ability to think critically about diverse forms of evidence, use evidence to construct interpretations, and defend these interpretations through argumentative historical writing. Students will corroborate their sources of evidence, and place their interpretations within historical contexts. Among other elements of historical thinking, students should have opportunities to consider the concept of historical significance.

Utah standards are organized into strands, which represent significant areas of learning within content areas:

  • Strand 1: Industrialization
  • Strand 2: Reform Movements
  • Strand 3: America on the Global Stage
  • Strand 4: Traditions and Social Change
  • Strand 5: Economic Boom and Bust
  • Strand 6: Global Conflict, Cold War Begins
  • Strand 7: Cold War and Changing America
  • Strand 8: 21st Century America

Overarching Essentials (Knowledge):

Term 1: How did Industrialization and social reform affect immigration and employment? (Strand 1, 2)

Term 2: What are the causes and consequences of isolationism and interventionism? (Strand 3) How have personal freedoms and cultures changed over time for different groups? (Strand 4)

Term 3: How did economic boom and bust affect governmental policies (The New Deal) and different groups of people? (Strand 5) What are the causes and effects of World War II? (Strand 6)

Term 4: How did the Cold War shape domestic policies, foreign policies and pop culture?  (Strand 7) How does technology and social media impact our current perceptions of history? (Strand 8)

ALL Terms: What connections between the events and ideas of the past impact my life today? (Strand 1-8)

Overarching Essentials (Skills):

1. I can write an argumentative essay;
Thesis Statement
Topic Sentences/Reasons support Thesis
Evidence
Commentary

2. I can read and analyze Historical Documents;
Historical Context
Intended Audience
Purpose of Document
Point of View/Bias

3. I can read and interpret maps, charts, graphs, and prose.
Identify a key
Use scale properly
Interpret the purpose

4. I can explain long/short term causes and effects of historical events;
Link two historical events by listing three events that connect the two

5. I can research historical questions.
Proper Source Citations (MLA)
Assess Validity of sources
Identify Bias/POV of sources
Proper Bibliographic sources (MLA)

Civic Preparation

As part of their civic preparation, students will:

  • Engage in deliberative, collaborative, and civil dialogue regarding historical and current issues.
  • Apply knowledge of governmental structure, historical concepts, geographic interrelationships, and economic principles to analyze and explain current events.
  • Identify local, state, national, or international problems; consider solutions to these problems; and share their ideas with appropriate public and/or private stakeholders.
  • Develop and demonstrate the values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem solving, responsibility, diligence, resilience, empathy, self-control, and cooperation.
  • Engage in dialogue regarding American exceptionalism, in the sense of the special character of the United States as a uniquely free nation based on democratic ideals and personal liberty.

http://www.uen.org/core/core.do?courseNum=6450

Assessment of Progress

ASSIGNMENTS

Preparation for college involves reading, writing, and note taking. These three skills will be focused on heavily. Students will have manageable outside reading and writing assignments. Students should be prepared to consistently take notes from readings and lectures. Assignments will be organized in 3 ringed binder for future review study.

QUIZZES/TESTS

Students will have reading quizzes daily to show that reading was completed. Students will also have a test over the content of each term. There are NO makeups for missed quizzes. Two lowest quizzes will be dropped at the end of term. If a student misses a quiz or test, they will take it next class they are there, no exceptions.

PAPERS/PROJECTS

Students will have a paper or project that they will be graded on for each term.

GRADING SCALE

A 100-94%, A-93-90%, B+ 89-87%, B 86-84%, B- 83-80%, C+ 79-77%, C 76- 74%, C- 73- 70%, D 60-69% F 59% or below

Grades will be determined from the following weighted categories:

Assignments: 50%

Tests and Quizzes: 25%

Papers/Projects: 25%

Course Materials

Textbook

Students will be given an online textbook that they will access through computers provided for them in class.

Supplies

  • college ruled paper
  • pencil and pen
  • highlighter
  • 3 ringed binder with dividers to keep assignments together
  • 1 box of facial tissue for classroom
  • optional: flashcards/index cards. If you decided to use flashcards to help you learn historical terms, you will need about 400 cards. It is recommended that you buy something to keep your flash cards together, like a recipe box, metal rings or strong rubber bands.

Classroom Procedures

Attendance and Tardy Policy

The attendance and tardy policy of Timpview High School can be found at: http://timpview.provo.edu/attendance-policy/.

Late Work

Any work that is not complete at the beginning of the class period of the due date automatically receives 20% off. An additional 10% off deducted for each additional class period the assignment is not complete until a maximum of 50% is deducted from the original score.

  • 1st Class Incomplete = -20%
  • 2nd Class Incomplete = -30%
  • 3rd Class Incomplete = -40%
  • 4th Class Incomplete = -50%

Late assignments are due at the beginning of class, not at the end.

 

Extra Credit

I will offer extra credit throughout the term that has to do with the subject matter we will be learning about. As the teacher, I have the right to not allow extra credit for any student who already hasn’t completed all other assignments. Extra credit will only be accepted for a student after they have turned in all other assignments, but not to replace an assignment a student hasn’t done. Remember, that more often than not in college, there is no extra credit.

Hall Pass

Students must have a hall pass if they need to use the bathroom, etc. while class is in session. I have one hall pass that may be used as needed.

Classroom Behavior

  1. Be your authentic true self!
  2. Love yourself!
  3. Be on time.
  4. Please leave electronics, including headphones, out of sight and sound. If seen or heard, they need to be immediately surrendered to teacher.

Calendar of Due Dates for Major Assignments

Overarching Scope and Sequence

  • Term 1
    • Aug 15-Sep 15
      • Strand 1: Industrialization
    • Sep 18-Oct 17
      • Strand 2: Reform Movements
  • Term 2
    • Oct 24-Nov 21
      • Strand 3: America on the Global Stage
    • Nov 28-Jan 11
      • Strand 4: Traditions and Social Change
        • ***THEMATIC & out of order***
  • Term 3
    • Jan 16-Feb 14
      • Strand 5: Economic Boom and Bust
    • Feb 15-March 15
      • Strand 6: Global Conflict, Cold War Begins
  • Term 4
    • March 19-April 25
      • Strand 7: Cold War and Changing America
    • April 26-May 26
      • Strand 8: 21st Century America

A link to a calendar with due dates for all major assignments, papers, and projects will be forthcoming.

Progress Reports and Report Cards

Students will receive both a printed midterm and final progress report for each term.

Connecting Home to School

A disclosure form will be made a available to all parents and students via google forms in order to read and sign at the beginning of the year. Any major changes will require parents and students to re-sign the form.

Parents and students will be able to monitor their progress on a regular basis through the online sites of Power School and Canvas. More information will be forthcoming.

Personal Statement and other items (optional)

Audio Visual Presentations

To enhance a student’s education, I would like to use clips from several movies.  Some of these clips are from films rated “PG” and “PG-13.” I assure you that the content in these clips it appropriate for school use. All of these films will be used to illustrate principles we are analyzing in world history. 

The Privacy Act (FERPA)

The law states that it is against the Privacy Act to have students correct each other’s papers. The new law does allow students to help in the correcting process if they have their parent’s permission to allow students to correct their papers. On some occasions, I will have students participate in correcting each other’s daily quizzes and providing peer reviews of other student’s writing assignments. The purpose of this practice is to provide student’s with immediate feedback and to help re-enforce important knowledge and skills. 

Disabilities

In compliance with the Americans with Disabilities Act, students needing special accommodations may contact me for alternative arrangements.

 

Please email me with any questions or concerns: derekb@provo.edu.